Bachelor of Science in Family & Consumer Sciences Concentration in Child Development
Learning Outcome Data Collection and
Analysis
Results of Evaluation
Identify and assess the stages of human development from
conception through adolescence; in areas of physical/motor, social, and emotional growth.
Lab evaluations:
Using an evaluation form, students are evaluated by child development teachers on their ability to recognize and apply
developmentally appropriate practices when working with children of various ages (Appendix 1).
Evaluations are reviewed by faculty to determine areas for improvement
Development and implementation of toolkits: Students develop toolkits, including lesson plans and
developmentally appropriate materials, to teach children specific concepts; Students
Based on lab evaluations, of the last 30 graduating students with child
development majors, there were 3 (10%) who had to repeat courses because of their inability to apply developmentally
appropriate practices for children when working with them. Students who had difficulty applying their knowledge in working with children were given specific remedies to improve such as:
1. Communicate more effectively with children by talking on their language level; 2. Use positive communication or redirection, rather than saying, "no" or
"stop."
The majority of students were successful in creating developmentally appropriate toolkits that demonstrated their
knowledge of the stages of development;
A few of the original toolkits prepared by students, however, included lesson plans that lacked specificity and were poorly written;
Evaluations were discussed with students to provide feedback for improvement of materials.
Results of examinations over the past three years demonstrate that at least 90%
of the students are meeting desired content knowledge thresholds.
Lab evaluation forms were modified to allow consist in evaluation p
throughout the student of study.
the student's personal folder in the Division office
determine improvement through
This model for three Students are
at midterm, so that they are informed before the semester’s end, of any difficulties they may be having.
Remediation efforts for students who were not completely successful
developmentally pract
feedback will allow them to learn and apply
teach
Required elements of the toolkit and revised and updated annually The instructor will continue to help students imp
written communication skills.
are evaluated according to specific guidelines identified by the instructor and the Parents Place Coordinator (Appendix 2).
Additionally, toolkits are taken to area childcare centers by students and used with children They are able to determine from this
application exercise, if their lesson plans and activities are clearly written and
developmentally appropriate.
Objective examinations:
Students are given exams to determine their content knowledge concerning the stages of human development. These exams determine the students’ basic knowledge of child development. If they do not have at least 70%
knowledge of the material they will not be able to effectively apply the knowledge with children. The students are
Instructional materials are reviewed annually; this year the curriculum committee chose to change a textbook
used in a course was changed due to the difficulty students were having in understanding the content.
book is to improve the students’
content knowledge.
required to repeat the course until content and
application portions of the course are mastered.
Plan and implement activities and administer programs for children that incorporate early childhood principles and are based on developmental needs and characteristics of children.
Lab evaluations:
Using a Likert-type evaluation form, students are evaluated by child development teachers on their ability to recognize and apply
developmentally appropriate practices when working with children of various ages (Appendix 1).
Evaluations are reviewed by faculty to determine areas for improvement;
This model has been successful for several years.
Development and implementation of developmentally appropriate projects and
According to lab evaluations, students needed more classroom instruction on the development of age appropriate activities.
Lab evaluation findings further indicated that students were not getting enough opportunities to participate in and/or implement activities and programs for children that they had developed in the classroom.
Results of faculty evaluations indicated that 20% of the child development students were able to develop their activities without instructor assistance;
60% of the students required activity review by the instructor one or two times before it was satisfactory; 20% required three or more instructor reviews before their projects/activities were satisfactory.
Additional opportunities were created for participation an activities and programs with young children and for
implementation of activities and programs for young children.
Students went to the Delta State University Library
books with infants to 4 year olds in association with the
"Born To Read" program.
Opportunities were created for students to visit local
kindergarten classrooms and share activities on particular topics.
A newer textbook edition was adop Development faculty to improve instructional quality on
developmentally appropriate activities.
Additional class
dedicated to the instruction of
creating developmentally
appropriate activities.
activities:
In order to demonstrate that child development students understand and can apply developmentally appropriate practices to the projects and activities that they create and use with young children, students' activities are reviewed by child development teachers and peers to determine the level of
appropriateness of activities. Child development
faculty also indicate the amount of assistance required by the students in the development of such activities and lesson plans.
Students must revise their plans until they receive at least a satisfactory instructor
evaluation before the activity is implemented with children.
Internship Evaluations:
During their
capstone internship experience,
students spend 200- 400 hours in an
98% of the students in the past three years have achieved at least an acceptable rating in their internship experience. Students who failed to meet expectations were required to repeat until acceptable performance was achieved.
Two areas cited as weaknesses on internship evaluations related to dependability and independence.
Based on findings over time from the internship evaluations, the following recommendations were made and changes implemented accordingly:
1. Reduce amount of academic load in the term.
2. Provide detailed instruction on expectations of the internship site and supervisor.
3. In the area of dependability, students need to understand the importance of their consistency in working with children and employers.
4. Students need to work with less supervision during their internship experiences.
Faculty determined several years ago that students cannot successfully take over 12 semester hours, including the internship hours, during their internship semester.
Student interns are now required to meet as a group twice with the internship academic sup
detailed instructions regarding internship requirements.
Before reporting to the
internship site, interns must
meet once individually with the
academic supervisor to discuss
early childhood classroom setting.
The students observe, interact, teach, and perform all other
requirements expected of a teacher. The student is evaluated by the supervising teacher at midterm and end of the term.
The supervising teacher completes a Likert-type
evaluation form when the student teaches a unit of instruction. An Internship
Evaluation form is utilized to evaluate the student's performance (Appendix 3).
The internship academic
supervisor collects the evaluations from the supervising teachers. These forms are filed in the office of the internship supervisor for future reference.
At midterm the evaluations are used to give feedback to the student in areas that need improvement.
The internship supervisor meets
specific requirements and to address questions.
The importance
dependability is emphasized in group and individual meetings.
A packet of expectations the student must meet has been developed for the supervising teacher. The supervising teacher is encouraged to allow the student to work
independently. Meetings
held by the internship academic
supervisor and the supervising
teacher when an adequate level
of independence is not being
allowed.
with the individual students to review their progress.
At the end of the term the internship supervisor assigns a grade according to the performance of the student.
Students are given copies of the evaluations and reviewed one on one with the internship supervisor.
Recommendations for improvement are made to help improve students' ability to work with children.
Communicate well, in both verbal and written language, with individuals,
children, and families.
Parent Newsletter:
Students learn to effectively
communicate with parents in a written format by working in a group to develop an informational newsletter.
Parenting tips are
Based on instructor feedback, 25% of the students were unsatisfactory in their written communications in the newsletter.
The instructor provided substantial feedback to improve written material.
Students are referred to the
Learning Curve lab for tutorial
computerized language skill
improvement.
presented as well as other pertinent information, such as important dates and events.
Students present newsletters orally to class; instructor evaluates
newsletters using an objective grading sheet, and provides written feedback
(Appendix 4).
Lab evaluations:
Using a Likert-type evaluation form, students are evaluated by child development teachers on their ability to interact with children and staff. Students are further evaluated on their ability to communicate with children of different temperaments.
Evaluations are reviewed by faculty to determine areas for improvement.
This model has been successful for several years.
Internship Evaluations:
During their
capstone internship experience,
students spend 200-
Based on findings of the evaluations, a large majority of students communicate well with children of all types. The
majority of the students are also evaluated as having satisfactory ability to
communicate well with other individuals and with staff.
Students are given feedback from teachers and instructors on better ways to
communicate with children according to their developmental level.
When implicated, remedies for improvement are introduced.
Based on findings of the evaluations, a large majority of students communicate well with children of all types. The
majority of the students are also evaluated as having satisfactory ability to
communicate well with other individuals and with staff.
Students are given feedback from teachers and instructors on better ways to
communicate with children according to their developmental level.
Students need encouragement to carefully observe teachers and how they
communicate in the childcare facility.
The university classroom discussions emphasize effective communication methods for teachers to use with children.
Feedback has indicated that
students need additional
opportunities to present
pare
400 hours in an early childhood classroom setting.
The students observe, interact, teach, and perform all other
requirements expected of a teacher. The student is evaluated by the supervising teacher at midterm and end of term by completion of a Likert-type
evaluation form (Appendix 3).
The internship academic
supervisor shares the evaluation results with the student and informs the student of areas for improvement.
Taylor Appendix 1
Taylor Appendix 2
Taylor Appendix 3
Taylor Appendix 4
Appendix 5 Fashion Merchandising
Name Internship
Appraisal
PERFORMANCE TRAITS
4 = Excellent 3 = Above Average 2 = Average 1 = Below Average NA = Not Applicable ATTRIBUTES
______ Attendance ______ Assertiveness
CUSTOMER SERVICE ______ Prompt approach
______ Determines needs
______ Cooperation ______ Decision-making ______Enthusiasm ______ Flexibility ______ Initiative ______ Leadership ______ Maturity ______ Problem-solving ______ Punctuality ______ Reliability ______ Self-insight ______ Tactfulness
ATTITUDE ______ Ability to accept criticism ______ Adherence to company policies ______ Willingness to do tasks assigned
APPEARANCE/MANNER
______ Well groomed with respect to store and/or department standards
______ Courteous to customers and other employees ______ Sincere in dealing with customers and other employees
______ Voice, poise, dignity
______ Solves problems ______ Meets objectives ______ Courteous close ______ Suggestive selling ______ Professional manner ______ Product knowledge ______ Sales productivity
QUALITY OF WORK ______ Ability to learn new tasks quickly ______ Adaptability to new tasks ______ Ability to carry out tasks on time ______ Dependability on follow through ______ Attention to details
______ Consistency in quality of work ______ Consistency in quantity of work ______ Knowledge of systems and procedures ______ Ability to handle extra tasks
______ Ability to work under pressure INTERPERSONAL RELATIONS ______ Ability to inspire confidence ______ Relationship with supervisors ______ Relationship with co-workers ______ Relationship with customers
SUMMARY RATING
My overall self performance rating is:
( ) Excellent ( ) Above Average ( ) Average ( ) Below Average
